New research at the Aalen high school amongst over 3.000 hessian pupils from class 1 to 10 confirmed that pupils exhibited fundamental deficiencies in balance tests and that those with bad balance have significantly lower grades.
A person can only learn that, which is also perceived through the sense organs. Disruptions to the sense organs (eyes, ears, balance) therefore have a fundamental effect on the learning process. >> The balance sense is thereby the most underrated one<< explains Professor Dr. Eckhard Hoffmann from the Aalen high school. Our balance sense informs us where we are in a room and how we move :>> Successful learning and balance sense are closely connected<<, says Hoffmann. Both processes are dependent on assimilating, from varying sources, parallel arriving impressions from the senses.
The recognition of the adverse effects of the sensory systems is, according to the vice dean of the research “Augenoptik/Augenoptik und Hoerakustik (ophthalmic optics/ophthalmic and hearing) essential in order to give children the chance to absorb the learning matter without restrictions.
Appropriate measures can help afflicted children to reduce the consequences of adverse effects: this varies from a medical diagnosis followed by therapy to glasses or hearing aids, different seating arrangements or acoustic measures in the classroom, or supportive pedagogic steps. Socially disadvantaged children are especially affected as damage is often only recognized late and hasn’t been taken care of properly. Hoffmann: >> the early recognition and good care of adverse effects to the senses are, like preventative measures, important building stones for the development of children and youngsters. They offer support to pupils so they have a fair chance in the educational system<<.
The project >>Schnecke – learning needs health<< was started in the middle of 2007: hearing- seeing- and balance tests were carried out amongst 3338 pupils at ten hessian schools. Written questions about hearing and seeing habits, and additional sound measurements at the schools, complemented the research. Further screenings were done in 2008, and 2000 pupils have already completed the tests.
>>The results from the balance tests revealed great deficiencies with many pupils from all types of schools. The pupils at grammar schools were in the minority as far as expected and reasonable balance was concerned<<, Professor Hoffmann explains. Pupils with bad balance have, taken over their whole school career, lower marks in mathematics and German, and in part, for sport as well. The average grade difference between them and pupils with good balance is, depending on the subject, up to 0.7. Such an achievement difference often decides, whether a child goes on to university. Especially distinctive are the balance deficiencies in children from grammar schools: only every fourth boy and every third girl possessed the correct balance. The grammar school pupils with bad balance have considerably lower marks.
However, also in A – level colleges and comprehensive schools, only 60% of the boys and 70% of the girls showed expected balance results. The A – level pupils also did worse in German and mathematics.
Professor Dr. Eckhard Hoffmann on the consequences of the study :>> negative is the fact that many pupils have bad balance. The good news is that this can be trained. We have developed a special program to train balance at different levels<<. The effectiveness the newly developed program has on the efficiency of the pupils should be proven in further research projects, so that they can be given effective and efficient support that will help them with the learning process and also to develop good balance.
Source: www.bildungsklick.de
